The integration of Information and Communications Technologies (ICT) in the education of future systems engineers has generated a significant impact that deserves to be analyzed from multiple perspectives. This article explores these repercussions using the neutrosophic PEST-SWOT approach, a methodology that combines political, economic, social and technological (PEST) analysis with strengths, weaknesses, opportunities and threats (SWOT) within a framework of neutrosophic indeterminacy and complexity. The adoption of ICT in educational curricula has transformed not only the way in which students access information and knowledge, but also the way in which they interact and collaborate, promoting a more dynamic and adaptive education to contemporary market demands. labor. This analysis reveals both the benefits and challenges associated with this transformation, offering a comprehensive vision that ranges from opportunities for educational innovation to the structural barriers that still persist. In this context, profound changes are observed in pedagogy and teaching strategies, where ICT acts as catalysts for more active and personalized learning. The PEST-SWOT neutrosophic approach allows us to unravel the complexity of these changes, highlighting how political and economic forces influence the implementation of new technologies, while social and technological variables outline the horizon of possibilities and challenges. Thus, the article not only presents a detailed overview of the repercussions of ICT in the training of systems engineers, but also offers a critical reflection on the future implications of these technologies in the educational field. Ultimately, this research highlights the need for adaptive educational policies and a robust technological infrastructure to maximize the benefits of ICT, fostering a resilient and cutting-edge learning environment.